Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/820
Title: Epistemic Trajectories: Mentoring in a Game Design Practicum
Authors: Nash, Padraig
Shaffer, David Williamson
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Nash, P. & Shaffer, D. W. (2013). Epistemic Trajectories: Mentoring in a Game Design Practicum. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 - Full Papers &Symposia. International Society of the Learning Sciences. pp. 352-359.
Abstract: We use two constructs to examine mentoring in this practicum. Epistemic frames-- the configurations of the skills, knowledge, identities, values, and epistemologies that professionals use to think in innovative ways--provide a model for looking at professional expertise (Shaffer, 2006). Building on epistemic frames is epistemic network analysis (Shaffer, et al., 2009), a method for quantifying changes in epistemic frames (Shaffer, 2010). Our claim here is that the mentor, using Schn's "Follow me!" coaching model (1987), leads the team on a path that illuminates the nature of learning to think professionally and on the function of a mentor in that process.
URI: https://doi.dx.org/10.22318/cscl2013.V1-352-359
https://repository.isls.org/handle/1/820
Appears in Collections:CSCL 2013

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